Developing Critical AI Literacy among Vietnamese EFL Students: Risk Awareness and Sustainable Generative AI Use

Abstract

Generative artificial intelligence (GenAI) tools are increasingly integrated into English as a Foreign Language (EFL) learning, raising concerns about over-reliance, skill erosion, and ethical use. While previous research has examined student adoption of GenAI, limited attention has been paid to how learners’ risk awareness moderates reliance and supports sustainable use, particularly in non-Western EFL contexts. This study reports on a mixed-methods study of 199 undergraduate and postgraduate students at two Vietnamese universities. Data were collected through an online survey and open-ended responses and analyzed using descriptive and inferential statistics alongside thematic analysis. The findings show that students who are aware of GenAI-related risks report significantly lower reliance on AI tools and greater confidence in independent task completion. Qualitative results further identify learner- and teacher-endorsed strategies for balancing benefits and risks. The study highlights critical AI literacy, grounded in risk awareness, as a key mechanism for sustainable and ethical GenAI integration in EFL education.